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Writing to Learn: Exploring the impact of freewriting and diagrarting on teachers’ continuous professional development and learning
Bogard, Debbie Hughes, Samantha Laine, Clare
Bogard, Debbie
Hughes, Samantha
Laine, Clare
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Date
2026
Educational Level
ISCED Level 4 Post-secondary non-tertiary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background and purpose: ‘Writing to Learn’ encompasses two strategies: freewriting (writing without stopping to correct or think for a set period of time; Elbow, 1998) and diagrarting (a neologism of diagrams, dialogue and art; Gilbert, 2022). This intervention sought to explore the ways in which sixth-form teachers and students might write and learn together within a supportive learning environment.
Aims: This research report seeks to explore the experiences of mid-career teachers trialling writing to learn strategies in their classrooms and for their own development.
Methods: The approach we used was practitioner inquiry set within a Teaching and Learning Community (TLC). The participants were self-selecting teachers and their students. The inquiry focused on trialling the use of writing to learn within the classroom and for teachers’ professional development. Between July 2021 and May 2022, we took part in three workshops, online, at Goldsmiths University and at our college site, to develop our confidence in using writing to learn strategies. Starting in September 2022, a number of teachers trialled writing to learn strategies in our classes and with our peers. In summer 2023, six semi-structured interviews were carried out with self-selecting teachers who had trialled writing to learn either for their own development and/or with their classes. Additional data used included teachers’ reflective notes, including freewriting and diagrarting from TLC meetings and whole college Professional Development (PD) days.
Key findings: Trialling writing to learn strategies improved motivation in relation to a greater sense of professional autonomy and helped cultivate a greater sense of freedom and creativity. Additional findings stressed the importance of creating a safe and trusting learning culture and tensions between a performative and learning culture.
Implications for practice: Writing to learn strategies have the potential to be a genuinely impactful tool for teachers’ professional learning. Continuing to cultivate and nurture supportive and trusting learning environments is crucial to enable a healthy and organic research culture to develop. Whilst our research and evidence in this report focuses on teachers, our next research project will explore the impact of writing to learn on student experience and learning.
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Keywords (free text)
freewriting, diagrarting, teaching and learning community, teacher-researchers, autonomy, trust, collaborative learning